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Cognitive TransitionsCognitive Transitions

Chapter 2Chapter 2

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Changes in Cognition (Thinking)Changes in Cognition (Thinking)

Main advantages over chilMain advantages over childd ’’s thoughts thought

(1)(1) Thinking of possibilitiesThinking of possibilities

(2)(2) Thinking about Thinking about abstractsabstracts

(3)(3) Thinking about the Thinking about the process of thinkingprocess of thinking

(4)(4) Thinking in Thinking in multidimensional termsmultidimensional terms

(5)(5) Seeing knowledge as Seeing knowledge as relativerelative

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Thinking about PossibilitiesThinking about Possibilities

ChildrenChildren’’s thinking based on s thinking based on concrete/observable events; Adolescents concrete/observable events; Adolescents can now think of what can now think of what ““might bemight be””

– Example: Ways in which their lives might Example: Ways in which their lives might be affected by different career choicesbe affected by different career choices

– Can now move easily between the Can now move easily between the specific and the abstract to generate specific and the abstract to generate alternative possibilities alternative possibilities

– Development of deductive reasoningDevelopment of deductive reasoning””““If-thenIf-then”” thinking (hypothetical thinking) thinking (hypothetical thinking)Major intellectual accomplishmentMajor intellectual accomplishment

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Thinking about Abstract Thinking about Abstract ConceptsConcepts

– Ability to comprehend higher-order abstract Ability to comprehend higher-order abstract logic inherent in puns, proverbs, metaphors, logic inherent in puns, proverbs, metaphors, and analogiesand analogies

– The growth of social thinking (social cognition) The growth of social thinking (social cognition) during adolescence is directly related to the during adolescence is directly related to the young personyoung person’’s improving ability to think s improving ability to think abstractlyabstractly

Underlies interest in topics like interpersonal Underlies interest in topics like interpersonal relationships, politics, philosophy, religion, morality relationships, politics, philosophy, religion, morality

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Metacognition: Thinking about Metacognition: Thinking about ThinkingThinking

Monitoring oneMonitoring one’’s own cognitive s own cognitive activity during the process of activity during the process of thinkingthinkingIncreased introspectionIncreased introspection– thinking about our own emotionsthinking about our own emotions

Increased self-consciousnessIncreased self-consciousness– Thinking about others thinking of usThinking about others thinking of us

Increased intellectualizationIncreased intellectualization– Thinking about our own thoughtsThinking about our own thoughts

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Metacognition may result in Metacognition may result in problems problems

Adolescent egocentrismAdolescent egocentrism– Extreme self-absorptionsExtreme self-absorptions

Imaginary audience Imaginary audience – Behavior is the focus of otherBehavior is the focus of other’’s concerns concern

Personal fable Personal fable – Experiences are uniqueExperiences are unique

““That wonThat won’’t happen to me…t happen to me…””

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Thinking in Multiple Thinking in Multiple DimensionsDimensions

– Can now see things in complicated ways Can now see things in complicated ways rather than one aspect at a time rather than one aspect at a time

– More sophisticated understanding of More sophisticated understanding of probabilityprobability

– Ability to understand when someone is being Ability to understand when someone is being sarcastic sarcastic

– Can understand Can understand double-entendresdouble-entendres

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Adolescent RelativismAdolescent Relativism

– Ability to see things as relative rather than as Ability to see things as relative rather than as absolute (children see things in absolute absolute (children see things in absolute terms: either black or white)terms: either black or white)

– Skepticism becomes common (begin to Skepticism becomes common (begin to question EVERYTHING!)question EVERYTHING!)

– Everything may seem uncertainEverything may seem uncertain– No knowledge seems completely reliable No knowledge seems completely reliable

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Theoretical Perspectives on Theoretical Perspectives on Adolescent ThinkingAdolescent Thinking

PiagetPiaget

Information ProcessingInformation Processing

New DirectionsNew Directions

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Piagetian View Piagetian View of Adolescent Thinkingof Adolescent Thinking

SENSORIMOTOR STAGESENSORIMOTOR STAGE

BIRTH TO TWO YEARSBIRTH TO TWO YEARS

PREOPERATIONALPREOPERATIONAL

2 TO 6 YEARS2 TO 6 YEARS

CONCRETE OPERATONALCONCRETE OPERATONAL

6 TO 11 YEARS6 TO 11 YEARS

FORMAL OPERATIONSFORMAL OPERATIONS

11 + YEARS11 + YEARS

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Piagetian View Piagetian View of Adolescent Thinkingof Adolescent Thinking

Cognitive-developmental viewCognitive-developmental view– Interaction between biological change and Interaction between biological change and

environmental stimulation environmental stimulation

Leads to intellectual growthLeads to intellectual growth

Each stage is characterized by a Each stage is characterized by a particular type of thoughtparticular type of thought

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The Adolescent BrainThe Adolescent Brain

Research is conducted Research is conducted using fMRI and PET using fMRI and PET scansscans

Brain maturation in Brain maturation in adolescence is linked to adolescence is linked to behavioral, emotional, behavioral, emotional, and cognitive and cognitive development during this development during this period (Keating, 2004)period (Keating, 2004)

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Among the most important brain changes to take place at adolescence are those in the prefrontal cortex and limbic system.

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The Adolescent BrainThe Adolescent Brain

Synaptic "pruning” (unnecessary neurons) Synaptic "pruning” (unnecessary neurons) and myelination of the prefrontal cortex and myelination of the prefrontal cortex improves the efficiency of information improves the efficiency of information processingprocessing

In the limbic system, changes in levels of In the limbic system, changes in levels of certain neurotransmitters, like dopamine, certain neurotransmitters, like dopamine, affect emotional experiences, stress & affect emotional experiences, stress & reward sensitivityreward sensitivity– Increased vulnerability to substance useIncreased vulnerability to substance use– Stimulates risk-taking behaviorsStimulates risk-taking behaviors

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Maturation of the Prefrontal Maturation of the Prefrontal CortexCortex

Full Maturation: Sometime between Full Maturation: Sometime between adolescence and early adulthoodadolescence and early adulthood

Dorsolateral prefrontal cortexDorsolateral prefrontal cortex– Important for planning aheadImportant for planning ahead

Ventromedial prefrontal cortexVentromedial prefrontal cortex– Important for gut-level, intuitive decision makingImportant for gut-level, intuitive decision making

Orbitofrontal cortexOrbitofrontal cortex– Evaluating risks & rewardsEvaluating risks & rewards

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Maturation of the Prefrontal Maturation of the Prefrontal CortexCortex

Adolescents whose prefrontal cortical development is less mature than normal are more likely to have conduct problems.

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Implications of the Timing Implications of the Timing of Brain Maturationof Brain Maturation

Limbic system matures at pubertyLimbic system matures at puberty– Seek novelty, reward, stimulationSeek novelty, reward, stimulation

Prefrontal cortex matures several years Prefrontal cortex matures several years laterlater

Time gap may explain why adolescence is Time gap may explain why adolescence is a period of heightened experimentation a period of heightened experimentation with risk…AHA!with risk…AHA!

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Intellectual Abilities that Intellectual Abilities that Decline in AdolescenceDecline in Adolescence

Brain regions involved in language Brain regions involved in language acquisition grow rapidly in preadolescenceacquisition grow rapidly in preadolescence

These regions stop growing at pubertyThese regions stop growing at puberty

More difficult to learn a new language as a More difficult to learn a new language as a teen than as a childteen than as a child